How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT beforeclass begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions?
Adam Scott - Cole Middle School, East Greenwich Since I've started my observations, I've gotten a good feel for Mr. Scott consistently approaches his students, how the students approach and view him, and how the class sessions generally flow. As a 6th grade teacher, on a team with three other female teachers, Mr. Scott kind of takes on the role and persona as "The Dad" of Team Lightening, so to say. With that, he is big on high five, special handshakes, commenting on sports teams/clothing - keeping things light hearted and showing equal interest in all students. He is generally outside the room before class, or within the hallway, greeting students and making them feel happy, comfortable and welcomed into the school and class each day. The first 4-5 minutes of class are generally chatter, attendance and brief announcements - he always introduces me, which I enjoy and respect. It usually gives myself a moment to greet the class and let them know I am happy to be there with them again.
Once the class is settled, work from the previous day is addressed. Whether it be homework, what lesson that was started previously, or an ongoing unit - the focus is brought to reignite what was established before. When I have seen homework collected, it is collected at the end of the class period. After Mr. Scott has had time to grade and reflect on the assignment, he will address trends he saw whether they be good or bad. The approach is always nonthreatening and open-minded. When prompting students with new material, my CT usually engages students with questions. these questions tend to probe into their interests, what they know previously, and how they can enhance what they already know (kind of like a verbal KWL). There are times when the approach is more visual, more formal - example: written introductions, journal entries, etc. - but the feeling is usually more casual and comfortable, compared to what we have discussed in Methods. These good vibes keep all students feeling secure and encouraged to engage.
I admire my CT's approach and his equal relationship and engagement with all students. This is very clear and reflective in how he approaches and ineracts with his students throughout the day and class time.
Tom Doran - North Kingstown High School
Mr. Doran's approach is much more unique then I anticipated prior to meeting him, and when I consider what I have experienced when working with other educators in the past. not to say this is a bad different, just an approach that will acquire some getting used to. Mr. Doran commands attention with a soft spoken, quiet voice. If students are not paying attention, or do not make an active effort to listen, they will miss what he says. He is just a soft-spoken man, so I don't feel this is done intentionally. However, it makes for a very sound, much more serious classroom.
He begins class with some freedom and discussion. When I have observed him, he has gone on for long periods of time with rant like conversations, that I wasn't quite convinced that the students were engaged in. Though all the information was important and relevant, I imagined myself at age 15 or so trying to focus and concentrate, and feel I, personally, would have had a difficult time. Though I wish Mr. Doran connected with students more, I understand and respect how/why his approach is more professional and formal (similar to how the Methods class has discussed and designed in lessons), in contrast to my two other CTs.
Despite a minor differences of opinions towards approach, per say, I feel I am going to learn a ton from Mr. Doran about how to manage class time, creating appropriate assessments, gaining respect as a professional, understanding the way a school system works, and being politically correct in all aspects of education. As I have previously implied, he may not be "the cool guy," or the favored by the student body, his students do learn a lot, and Mr. Doran is highly respected by his classes and amongst his peers. I'm am very excited to have Mr. Doran as an outlet to learn, and will pay very close attention to the minor details of his classroom.
Ron Kenyon - North Kingstown High School
Mr. Kenyon is the definition of "the cool teacher," as far as I can assess. Because of this, I think he commands respect and approval in a very different way then is traditionally expected in education. He greets students outside at times (he is in his own building, away from the main school, so the students must walk outside to get to his class), or greets them as they arrive to class. I can tell his has invested a lot in knowing and connecting to each student personally, and does his best to highlight these connections as often as possible. Mr. Kenyon assigns homework, but does not collect or grade it consistently - his approach is much more eccentric then that of Mr. Doran's. His classroom is informal, promotes conversation and discovery learning, and often occupied by laughter.
I think Mr. Kenyon's students seek his approval because they truly like or admire him. Disappointing him, losing his approval, or breaking the unwritten rules of his classroom may detriment the classroom environment, the open communication/open-door policies or the general approach that the students so cherish. Though there is a loose, very casual approach, Mr. Kenyon's students preform well. I have realized if they don't, he takes it highly personally and has asked me several times what he can do better. Personally, I don't think he gives himself enough credit on a day to day basis.
I feel a lot of what I learn from Mr. Kenyon will be moral development as a teacher. He characterizes himself as someone who goes against the grain of an educational norm because he is not willing to complete conform to meet the expectations of standards. He does want the best education for his students, but whole heartedly seeks what is best for his students, prior to, and above, anything else.
Adam Scott - Cole Middle School, East Greenwich
Since I've started my observations, I've gotten a good feel for Mr. Scott consistently approaches his students, how the students approach and view him, and how the class sessions generally flow. As a 6th grade teacher, on a team with three other female teachers, Mr. Scott kind of takes on the role and persona as "The Dad" of Team Lightening, so to say. With that, he is big on high five, special handshakes, commenting on sports teams/clothing - keeping things light hearted and showing equal interest in all students. He is generally outside the room before class, or within the hallway, greeting students and making them feel happy, comfortable and welcomed into the school and class each day. The first 4-5 minutes of class are generally chatter, attendance and brief announcements - he always introduces me, which I enjoy and respect. It usually gives myself a moment to greet the class and let them know I am happy to be there with them again.
Once the class is settled, work from the previous day is addressed. Whether it be homework, what lesson that was started previously, or an ongoing unit - the focus is brought to reignite what was established before. When I have seen homework collected, it is collected at the end of the class period. After Mr. Scott has had time to grade and reflect on the assignment, he will address trends he saw whether they be good or bad. The approach is always nonthreatening and open-minded. When prompting students with new material, my CT usually engages students with questions. these questions tend to probe into their interests, what they know previously, and how they can enhance what they already know (kind of like a verbal KWL). There are times when the approach is more visual, more formal - example: written introductions, journal entries, etc. - but the feeling is usually more casual and comfortable, compared to what we have discussed in Methods. These good vibes keep all students feeling secure and encouraged to engage.
I admire my CT's approach and his equal relationship and engagement with all students. This is very clear and reflective in how he approaches and ineracts with his students throughout the day and class time.
Tom Doran - North Kingstown High School
Mr. Doran's approach is much more unique then I anticipated prior to meeting him, and when I consider what I have experienced when working with other educators in the past. not to say this is a bad different, just an approach that will acquire some getting used to. Mr. Doran commands attention with a soft spoken, quiet voice. If students are not paying attention, or do not make an active effort to listen, they will miss what he says. He is just a soft-spoken man, so I don't feel this is done intentionally. However, it makes for a very sound, much more serious classroom.
He begins class with some freedom and discussion. When I have observed him, he has gone on for long periods of time with rant like conversations, that I wasn't quite convinced that the students were engaged in. Though all the information was important and relevant, I imagined myself at age 15 or so trying to focus and concentrate, and feel I, personally, would have had a difficult time. Though I wish Mr. Doran connected with students more, I understand and respect how/why his approach is more professional and formal (similar to how the Methods class has discussed and designed in lessons), in contrast to my two other CTs.
Despite a minor differences of opinions towards approach, per say, I feel I am going to learn a ton from Mr. Doran about how to manage class time, creating appropriate assessments, gaining respect as a professional, understanding the way a school system works, and being politically correct in all aspects of education. As I have previously implied, he may not be "the cool guy," or the favored by the student body, his students do learn a lot, and Mr. Doran is highly respected by his classes and amongst his peers. I'm am very excited to have Mr. Doran as an outlet to learn, and will pay very close attention to the minor details of his classroom.
Ron Kenyon - North Kingstown High School
Mr. Kenyon is the definition of "the cool teacher," as far as I can assess. Because of this, I think he commands respect and approval in a very different way then is traditionally expected in education. He greets students outside at times (he is in his own building, away from the main school, so the students must walk outside to get to his class), or greets them as they arrive to class. I can tell his has invested a lot in knowing and connecting to each student personally, and does his best to highlight these connections as often as possible. Mr. Kenyon assigns homework, but does not collect or grade it consistently - his approach is much more eccentric then that of Mr. Doran's. His classroom is informal, promotes conversation and discovery learning, and often occupied by laughter.
I think Mr. Kenyon's students seek his approval because they truly like or admire him. Disappointing him, losing his approval, or breaking the unwritten rules of his classroom may detriment the classroom environment, the open communication/open-door policies or the general approach that the students so cherish. Though there is a loose, very casual approach, Mr. Kenyon's students preform well. I have realized if they don't, he takes it highly personally and has asked me several times what he can do better. Personally, I don't think he gives himself enough credit on a day to day basis.
I feel a lot of what I learn from Mr. Kenyon will be moral development as a teacher. He characterizes himself as someone who goes against the grain of an educational norm because he is not willing to complete conform to meet the expectations of standards. He does want the best education for his students, but whole heartedly seeks what is best for his students, prior to, and above, anything else.